Accountability Review of the TEC
Connections Academy Commonwealth
Virtual School
December 2014
Virtual school accountability reviews are conducted in accordance with CMR 52.08(2):
“(2) Accountability Reviews. The Department may send evaluation teams to visit each
Commonwealth of Massachusetts virtual school on an annual or as-needed basis to
corroborate and augment the information provided in the annual report. The
Department may conduct other accountability reviews as necessary. Accountability
review teams will gather any other evidence relevant to the virtual school's performance.
The written reports from these reviews shall become part of the Commonwealth of
Massachusetts virtual school's record, along with any written comments that the school
wishes to submit.”
Date of visit: December 3, 2014
Date of this report: January 13, 2015
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu
This document was prepared by the
Massachusetts Department of Elementary and Secondary Education
Mitchell D. Chester, Ed.D.
Commissioner
The Massachusetts Department of Elementary and Secondary Education, an affirmative action employer, is committed to
ensuring that all of its programs and facilities are accessible to all members of the public.
We do not discriminate on the basis of age, color, disability, national origin, race, religion, sex, gender identity, or sexual
orientation.
Inquiries regarding the Department’s compliance with Title IX and other civil rights laws may be directed to the
Human Resources Director, 75 Pleasant St., Malden, MA 02148-4906. Phone: 781-338-6105.
© 2014 Massachusetts Department of Elementary and Secondary Education
Permission is hereby granted to copy any or all parts of this document for non-commercial educational purposes. Please credit
the “Massachusetts Department of Elementary and Secondary Education.”
This document printed on recycled paper
Massachusetts Department of Elementary and Secondary Education
75 Pleasant Street, Malden, MA 02148-4906
Phone 781-338-3000 TTY: N.E.T. Relay 800-439-2370
www.doe.mass.edu
Table of Contents
School profile..................................................................................................................................... 1
Mission statement ............................................................................................................................. 1
Description and purpose of the visit ................................................................................................... 1
Observations summary ...................................................................................................................... 1
Faithfulness to certificate ................................................................................................................... 1
1.
2.
3.
Mission and key design elements....................................................................................................................... 1
Access and equity ............................................................................................................................................... 2
Compliance ......................................................................................................................................................... 2
Academic and program success .......................................................................................................... 2
4.
5.
5.
5.
5.
6.
Student performance ......................................................................................................................................... 2
Program delivery - Curriculum ........................................................................................................................... 2
Program delivery - Instruction............................................................................................................................ 3
Program delivery – Assessment and program evaluation .................................................................................. 3
Program delivery - Diverse learners ................................................................................................................... 4
School culture and family engagement .............................................................................................................. 4
Organizational viability ...................................................................................................................... 5
7.
7.
7.
8.
9.
Capacity – School leadership .............................................................................................................................. 5
Capacity – Professional climate .......................................................................................................................... 5
Capacity – Contractual relationships .................................................................................................................. 5
Governance ........................................................................................................................................................ 5
Finance ............................................................................................................................................................... 6
TECCA Accountability Review – Part One
Date of Review: December 3, 2014
School profile
TEC Connections Academy Commonwealth Virtual School (TECCA) opened as a virtual public school serving students in
grades K-12 in 2014. The Education Cooperative (TEC), as “founder entity” submitted an application for a virtual
certificate to the Department of Elementary and Secondary Education (ESE) in the spring of 2013; on February 25, 2014,
the Board of Elementary and Secondary Education approved a 3-year operating certificate for TECCA under the state's
virtual school legislation (Chapter 379 of the Acts of 2012). According to its terms of certificate, TECCA is permitted to
enroll a maximum of 1,000 students in 2014-15. On the date of the visit TECCA served 498 students: 86 in grades K-5
(elementary), 138 in grades 6-8 (middle), and 274 in grades 9-12 (high). Of the high school students, 25 are seniors.
Educational courses and teaching services, including management software, learning materials, and technical support
services are provided by Connections Education (CE), based in Baltimore, Maryland.
Mission statement
As articulated in its certificate, the mission of TECCA is “to provide a rigorous, effective virtual K–12 public school that
provides students with multiple pathways to learn, communicate, collaborate and successfully compete for
advancement in our global society whether they pursue college or career.”
Description and purpose of the visit
On December 3, 2014 the following members of the accountability review team (“team”) visited TECCA at its
administrative offices, located at 141 Mansion Drive in East Walpole, Massachusetts:



Kenneth Klau, ESE
Jennifer Gwatkin, ESE
Jeff Elliott, The Virtual High School and member of the Digital Learning Advisory Council
In addition, the following individuals contributed to the accountability review:



Moira Connolly, ESE
Alexis Glick, ESE
Christopher Hieber, ESE


Joanna Laghetto, ESE
Susan Hargrave, ESE
On Friday, November 14, 2014 TECCA hosted a web-based presentation of its education management system, Connexus,
for the team and demonstrated how synchronous online lessons, called Live Lessons, are delivered. Between November
18 and December 3, 2014 the team collectively observed 15 Live Lessons, either in real-time or as recordings. On site, the
team conducted focus groups with school leaders (3, including the lead school administrator (principal), assistant
principal, and director of special education); trustees (4, including the board chair); and general education teachers,
special education teachers, and guidance counselors (12). The team also reviewed documentation provided by TECCA.
The purpose of the December 2014 review was to provide feedback to TECCA regarding its progress in implementing the
educational program described in its certificate and with respect to selected virtual school performance criteria, as
identified by the section numbers in this report. A review is also planned for May 2015.
Observations summary
Faithfulness to certificate
1.
Mission and key design elements
Members of the focus groups described the progress TECCA is making to realize its mission, for example:

Leadership said that the mission speaks to the belief that all students can achieve at high levels through
personalized, individual learning and “relationships.” They reported that school personnel are constantly
asking, “Why are we doing this?” Teachers and leaders perceive the virtual platform to be flexible for
serving the full range of students as found in a traditional brick-and-mortar school—not just “misfits.”
Massachusetts Department of Elementary and Secondary Education
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TECCA Accountability Review – Part One




Date of Review: December 3, 2014
The board of trustees and leadership expressed the goal of ensuring all students are prepared for testing
and meeting graduation requirements so they are “future-and college-ready.” They see TECCA as meeting
needs that are not adequately met in traditional brick-and-mortar settings.
Leadership and teachers cited an atmosphere of support. Prior to the school year, the leadership team
spent three days in Denver engaged in professional learning hosted by CE. During the year, teachers meet
formally every Wednesday for professional development and to communicate with parents and students;
they meet on an informal basis more frequently. All TECCA personnel can create electronic, “issue aware”
tickets (IAs) that automatically route concerns to colleagues or to the appropriate support personnel at CE.
Teachers articulated the mission as providing an educational alternative that takes advantage of students’
skills that wouldn’t be called into play in a traditional setting. For example, they reported that some
students with difficulty having a voice in a traditional school are more vocal online. They reported having
plenty of data that let them hone in on individual learning goals for each student.
Teachers noted that while the virtual school model offers flexibility for students and families, they also
acknowledged that teachers are ultimately accountable for student performance.
The team’s observations were generally consistent with these descriptions except that in many of the Live Lessons
observed, the discourse between students and teachers was of low cognitive demand. For example, many tasks
emphasized the retrieval of factual, conceptual, and procedural knowledge. Less evident were tasks that required
application, analysis, evaluation, or creation of knowledge. Moreover, the team witnessed few opportunities for
students to demonstrate self-awareness of their own cognition (metacognition)1. Members of the focus groups
acknowledged that “rigor” and “high standards” for all students remains a key priority.
2.
Access and equity
Information regarding the availability of programs and services to support diverse learners is made available to
prospective and current parents through means such as in-person and online information meetings and pamphlets.
A review of the TECCA website indicated that its non-discrimination policy is posted and the “enrollment checklist”
includes a non-discrimination statement. The home page states, “We tailor our approach for students of all
abilities—preparing students to succeed in school, and in life. TECCA helps each student maximize his or her
potential and meet the highest performance standards”; the “our school” section reads, “Our goal is simple: To
ensure that all students have the resources they need to succeed.” “Frequently asked questions” explicitly reference
services, accommodations, and supports for students with disabilities.
While the published enrollment policy states that TECCA does not discriminate on the basis of English language
proficiently, and TECCA administers a home language survey to identify potential ELLs as a part of the enrollment
process, there are no references to support for English language learners (ELL).
3.
Compliance
Pursuant to G.L.c. 71,§ 38G, faculty must hold the appropriate licensure and teach in their licensed field for all
taught courses. School administration reported that TECCA’s board voted to use the CE private school (iNaCA)
services for low enrollment and hard to staff courses.2
Academic and program success
4.
Student performance
Data is not yet available.
5.
Program delivery - Curriculum
Leadership provided the team with documents indicating alignment to state curriculum frameworks. In the majority
of Live Lessons observed, teachers posted expectations, objectives and standards, and relevant standard(s).
1
Anderson, L. W., & Krathwohl, D. (Eds.) (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom's
taxonomy of educational objectives. Upper Saddle River, NJ: Pearson.
2 ESE will review this practice against state guidelines and render a final decision in spring 2015.
Massachusetts Department of Elementary and Secondary Education
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TECCA Accountability Review – Part One
Date of Review: December 3, 2014
According to leadership, teachers are relied upon as experts; when gaps in curriculum are identified, they use notes,
message boards, and IAs to communicate to leadership and CE. For example, leadership are considering modifying
the sequence of science lessons to align more closely to state expectations (in biology, for example).
Students reportedly demonstrate mastery in a variety of ways, including portfolios, quizzes, tests, discussion
questions, curriculum based assessments, and formative questioning during phone calls and Live Lessons. The staff
believes students should have the opportunity to relearn material they did not master and then be reassessed,
either by retaking the assessment in Connexus or a teacher-created assessment. When assessments are
administered a second time in Connexus, questions are randomized and are not the same as during the first
attempt. When asked what score on an assessment would trigger an intervention and/or require students to repeat
the activity, leadership responded that teachers have autonomy in making this decision based on their expertise and
knowledge of each student’s learning goals. Typically intervention occurs when students score 70% or below.
5.
Program delivery - Instruction
Connexus is the virtual forum for synchronous lessons (Live Lessons). Live Lessons are intended to accompany selfpaced, self-directed learning and are not mandatory. Student performance data are used to decide whether to
invite them to targeted Live Lesson sessions. These invitations are supposed to occur at least 1 week prior to the
session; families are notified via webmail and a message board.
The team observed a small sample of Live Lessons (15), either in real time or as recordings, over the course of 2
weeks in November 2014. Reviewers looked for “expected practices” as described by leadership in the areas of
instruction, behavior, and accommodations. In addition, they noted what was happening and for how long,
including what virtual tools were used. According to staff, the most engaged students complete their daily lessons,
attend Live Lessons when invited, and regularly communicate with their teachers via telephone. Students are
expected to participate in Live Lessons by replying in “poll pods”, “chat pods”, and using tools such as “white
boards” and “share pods” when requested. Further, students are to remain focused on learning during instruction;
teachers are able to manage the classroom by removing a student if needed. In general, the Live Lessons observed
were conducted in a manner consistent with the expectations and description provided by school leadership.
Based upon the limited sample of lessons observed, the level of cognitive demand (e.g., student behaviors such as
analysis, synthesis, and evaluation) was low. This means that while students were observed to be responding to
questions posed by the teacher, most of the questions required students to recall facts without demonstrating
understanding. Leadership noted that it can be problematic to assess understanding in the Live Lessons; as such,
follow-up phone calls are used to gauge understanding. Leadership cited that acculturating teachers to online
teaching is a priority, but that further professional development will focus on assessing understanding.
The team observed instances where instruction was disrupted by technical glitches, namely intermittent audio. Staff
reported that CE provides timely technical support when this occurs. In general, the screens seemed visually difficult
to navigate due to the number of chat pods and other interactive elements that appear simultaneously.
Leadership said there are more opportunities for feedback in the virtual rather than brick and mortar environment.
The assistant principal reported that she observes Live Lessons regularly and randomly audits phone calls between
teachers and students. Teachers noted that they have initiated the evaluation process (having recently completed
goal-setting) and feel supported by leadership, referencing multiple opportunities for networking within TECCA and
between TECCA and other CE virtual schools.
5.
Program delivery – Assessment and program evaluation
TECCA has systems in place to monitor student progress and personalize student learning. The Assessment
Objective Performance Report (AOPR) is a report within Connexus that shows teachers and families how students
are performing on essential skills and standards based upon individual math, language arts, and science assessment
items. Teachers can run this report on demand to track student progress and can sort real-time data to identify
students who have or have not mastered specific objectives; teachers may then use embedded resources to
differentiate their instruction and or determine groupings of students for targeted instruction and intervention.
With respect to state testing, TECCA elected to administer the Massachusetts Comprehensive Assessment System
(MCAS) in its inaugural school year, 2014-2015, and has made provisions to test at sites throughout the state. The
team reviewed the testing plan submitted to the Department in October 2014.
Leadership reported using a variety of data to try to predict student performance on state assessments, including
prior MCAS scores and performance on pretests (i.e., CE’s proprietary Longitudinal Evaluation of Academic Progress
(LEAP) test for grades K-8 and Scranton Performance Series assessments for grades 9 and 10).
Massachusetts Department of Elementary and Secondary Education
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TECCA Accountability Review – Part One
5.
Date of Review: December 3, 2014
Program delivery - Diverse learners
As of October 24, 2014, TECCA enrolled 76 special education students. Disabilities addressed at TECCA include
autism, executive functioning deficits, neurological disorders, intellectual impairments, emotional disorders,
communication disorders, and specific learning disabilities.
In addition to the special education director, there is one special education teacher for grades K-8 (who is also the
ELL and MCAS-Alt coordinator), and one for grades 9-12. TECCA also has a 504 Coordinator (47 students have 504
plans) and two guidance counselors. Each receives electronic progress monitoring reports completed by teachers.
Special education teachers can provide specialized content and support to students within their regular Live Lesson
sessions and host break-out rooms for one-to-one or co-taught models. The team observed both features in the Live
Lessons. “Q&A pods” let teachers respond to students one-on-one or to the whole class. Students with disabilities
can also receive lessons from special education teachers to address specific academic goals outlined in their IEPs.
The focus groups reported that all students with disabilities are provided appropriate assistive technologies (AT),
accommodations, supports, adaptations and related services. Related services are delivered by contracted
providers: Therapy Source (physical therapy, counseling, behavior support, social work); Community Therapy Service
(occupational therapy); and LiveSpeech (speech/language services). Leadership reported a process whereby TECCA
can open a “ticket” to request AT such as web cameras, speakers, microphones, laptop computers, and tablets.
When asked how they know students are experiencing success in the virtual environment, teachers cited the
Personalized Learning Plan (PLP) data view in Connexus, which aggregates notes on a student from all of their
teachers. Progress is logged; visual “flags” are generated algorithmically by the system when students appear to be
off-track or have difficulty learning. Teachers create IAs when they believe students require additional instruction or
intervention. Intervention strategies include targeted small group Live Lessons and mandatory supplemental reading
and math programs. Teachers said they teach time management skills to students over the telephone. Together
these interventions increase the frequency of student-teacher contact.
TECCA provides training to teachers on working with students who have diverse learning needs. For example, the
special education director recently trained teachers how to identify accommodations students may need.
TECCA has processes in place for working with ELL students that are similar to those used for students with
disabilities. However, while TECCA utilizes an ELL handbook, teachers of ELLs were not observed to be sheltering
instruction in Live Lessons. Moreover, the number of hours of instruction recommended for students relative to
their language proficiency level is not documented and ELL teachers must be observed and provided with feedback.
The ELL program is overseen and implemented by two teachers; one conducts a weekly pull-out class, using an ELL
curriculum published by Pearson, Inc., with lessons informed by the World-Class Instructional Design and
Assessment (WIDA), while the other provides administrative support. The former is Florida-licensed and is in the
process of transferring his license to Massachusetts. A home language survey was conducted and students assessed
for language proficiency in accordance with state guidelines.
At the time of the site visit, TECCA reported 11 ELLs, 5 of whom are receiving services directly or, are otherwise
being monitored, if they scored 5 or higher on the ACCESS for ELLs test3 and have exited the ELL program. There is
an IA for each ELL student which requires teachers to monitor the progress of the student more closely and more
frequently. ELL students receive the same phone calls as other students, participate in interventions and Live Lesson
check-ins, and can use tools built into the learning management system such as pictures, microphone privileges, and
check marks to interact with others and access the curriculum.
6.
School culture and family engagement
Social, emotional, and health needs; family and community engagement
The teacher focus group expressed a clear understanding of, and enthusiasm for, TECCA’s educational goals and
mission; they specifically referenced communication with students’ learning coaches as a primary focus of their
work. Acknowledging that successful learning coaches are proactive and communicate frequently with teachers,
TECCA hosts daily Live Lesson “support sessions” for coaches. Topics include effective time management,
maintaining strong communications with schools, using Connexus, and encouraging the development of good
routines. TECCA also offers Live Lessons to help students cope with anxiety, as well as counseling support.
3ACCESS
for ELLS stands for Assessing Comprehension and Communication in English State-to-State for English Language
Learners
Massachusetts Department of Elementary and Secondary Education
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TECCA Accountability Review – Part One
Date of Review: December 3, 2014
Leadership intends to deploy Connections’ 21-question parent survey (via a third party) in spring 2015. Leadership
also said they developed their own 5-question survey focused on student learning, special education, and the
overall student experience; they plan to administer it to a sample of 50 parents for initial feedback by the end of
2014, and then 2 more times before the end-of-year survey.
Organizational viability
7.
Capacity – School leadership
The leadership team is comprised of the following individuals: a lead school administrator (equivalent to the
position of superintendent/principal); an assistant principal; and a special education director. The assistant principal
brings virtual school start-up experience to TECCA; she worked at another CE school as a third grade teacher and as
a member of the management team. Teachers reported leadership to be accessible, committed to improving
student learning, and dedicated to implement a clearly defined mission and set of goals.
7.
Capacity – Professional climate
As of December 5, 2014 there were two elementary teachers (with an additional third position approved for
immediate hire), four middle school teachers, five high school teachers, two special education teachers, two
guidance counselors, and five part-time/adjunct teachers to cover Spanish, art, music, technology, and physical
education. Leadership indicated that support for teachers is an organizational priority; there are plans to add a
manager and designate a master teacher. All teachers except one are in their first year of online classroom teaching.
TECCA has structures for regular, frequent collaboration and professional development to improve implementation
of the curriculum and instructional practice. Focus group participants said the supports provided by CE foster a
climate and culture characterized by open communication. In addition to management support to the leadership
team, CE provides training, professional development, and human resources support. Leadership and teachers cited
access to counterparts in other CE schools: the principal, assistant principal and special education director have
mentors in Oklahoma, Oregon and Baltimore, respectively. Staff routinely referenced the IA system and Microsoft
Lync as tools for connecting with peers within TECCA and nationally at other CE schools.
Of note, in TECCA’s initial months, all teachers report to the administrative offices in East Walpole, and each has a
workstation, both of which were cited as conducive for community-building. Teachers also cited opportunities for
professional advancement as an incentive for working at TECCA.
TECCA has a formal system for conducting performance evaluations that appears consistent with the Massachusetts
Educator Evaluation standards. TECCA leadership noted that CE has its own standards which overlaps to a degree
with Massachusetts. Evaluation forms have been updated accordingly with board input, but as of the visit they have
not been finalized. Teachers each have performance-based IAs that track data, discussions, and goals, and expressed
awareness of the evaluation timeline. Finally, CE gives periodic “pulse” surveys whereby teachers evaluate
leadership. According to the principal, the feedback he received from this survey prompted him to meet with
teachers on a one-to-one basis more frequently.
7.
Capacity – Contractual relationships
TECCA and CE currently operate under an executed agreement that was signed by both parties in March 2014;
however, this document is not approved by the commissioner, a condition for opening a new Commonwealth
Virtual School4. While the Department has reviewed multiple iterations of the contract between TECCA and CE, as of
January 15, 2015 concern remains around the issue of internet provision, specifically TECCA’s Internet
reimbursement policy. TECCA is in the process of addressing these final concerns.
8.
Governance
In a letter to the chair of the TECCA board of trustees dated November 3, 2014 the Department articulated ongoing
concerns regarding the school’s organizational viability and required further action from TECCA. In addition to the
aforementioned outstanding contract with CE, as of that date the board’s bylaws had not yet been approved by the
4
See 603 CMR 52.04(5)(a), “Conditions for Opening New Commonwealth of Massachusetts Virtual Schools.”
Massachusetts Department of Elementary and Secondary Education
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TECCA Accountability Review – Part One
Date of Review: December 3, 2014
commissioner due to concern with the new member appointment process and board composition. TECCA
subsequently addressed this issue and the commissioner indicated his approval on November 26, 2014.
Reporting structures appear clear and the board reported an understanding of its role in principal evaluation. In
addition to this formal relationship, according to the board, the principal has frequent informal conversations with
the board. Board agendas reviewed indicate regular update requests with respect to student success.
Overall the “evolving” relationship with CE is seen as positive by the board and leadership. Per the board, CE initially
provided capacity to the board; since then, the board has asserted greater autonomy, adopting changes in the
Massachusetts context (for example, changes to the school handbook). The board and leadership now see CE in a
supporting role. They indicated future discussions regarding what TECCA needs from CE moving forward.
Systems and structures, many of which are technological, allow for consistent monitoring of TECCA’s academic
performance. In evaluating its own performance, the board will look at school goals and student success. As it seeks
to add additional members, the board expressed that they will pay careful attention to ensuring that a range of
competencies are represented.
9.
Finance
On June 12, 2014 TECCA submitted a pre-enrollment report to the Department forecasting a headcount of 309
students. In August 2014 TECCA began its first school year with a confirmed enrollment of 102 students, and as of
October 27, 2014 reported 449 students, well below the 650 students upon which the school's budget is based. In
response to the November 3, 2014 letter from the Department expressing concern with the lower-than-expected
enrollment, TECCA provided a revised budget for fiscal year 2015 based upon a funded actual enrollment of 477
students. Board materials (in particular those from the November 19, 2014 meeting) indicate that TECCA maintains
sound budgeting and financial practices. The school continues to submit weekly enrollment reports. As of January
16, 2015, the school’s enrollment appears to have stabilized at approximately 493 students.
Massachusetts Department of Elementary and Secondary Education
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